The American definition proposed is that "Dyslexia is one of the several learning disabilities and is a language-based disorder of physical (bodily) origin that can be seen in the difficulty of single word encoding, and decoding, with insufficient phonological abilities." (Hoien; Lundberg, 2000) That definition does not create a blanket that includes all the disorders but pinpoints the issues of Dyslexia
Genetic basis of dyslexia is found to be the basic cause and can run in families. (Hultquist, 2006) The reasons for the problem could be biological, and more so, on the basis of the background of the patient
This assumes some factors like normal vision, letter recognition, and recognition of the meaning of pictures and objects. (Kraft, 2010) The general definition thus is that it is a disorder in children undergoing class room study has difficulty in getting language skills that is reading writing and spelling
The definition of the World Federation of Neurology that was adopted by the National Institute of Health in 1968 was -- it was a disturbance expressed in the process of learning that led to disability in reading and writing in persons with otherwise normal intelligence. (Lundberg; Tonnessen; Austad, 1999) The problem is that here the child's actual performance is compared to the expected performance that would have resulted from the exercise
(Lundberg; Tonnessen; Austad, 1999) The problem is that here the child's actual performance is compared to the expected performance that would have resulted from the exercise. (Nicolson; Fawcett, 2008) In analyzing for dyslexia the important feature that is to be noted is the fact that there must be persistent reading difficulties -- but experiments have shown that some students in the lower grades who had learning difficulties have gone on to master their difficulties in the higher grades, and such students are not properly dyslexic
The difficulty in pinpointing the actual and simple definition of dyslexia arises from this overlapping of symptoms. (Reid, 2003) Though the term "Dyslexia" is used in the denotation of "specific learning difficulties" It is argued earlier that "dyslexia" is one variant
There is further difficulty if for example autism where such symptoms may be prolific and the patient can also suffer from dyslexia and may not have any links between the problems although they appear similar. (Riddick, 1996) The Medilexicon's medical dictionary defines "Dyslexia" as a person with impaired reading ability that is very much below that person's level of intelligence
It could also have a linguistic origin and visual processing deficits leading to reading disability. (Willows; Kruk; Corcos, 1993) Another symptom is that the reader though can understand the word or letter may mislabel or mispronounce them while reading
Phonological deficit theory The phonological deficit theory of Dyslexia is the oldest and most longstanding of the key theories to be found within Dyslexia research. It was pioneered by Pringle-Morgan, who is considered the "father of Dyslexia research," in 1893 (Coleman, 2003)
Manifestations of Dyslexia Dyslexia is considered to be an hereditary and genetic neurobiological disorder (Dyslexia, fluency, and the brain, 1999) whose symptoms frequently include, but are not limited to, difficulties with learning to read, write, spell, and to master various other tasks associated with auditory processing and the learning and usage of (particularly written) language (What is Dyslexia (2005); Dyslexia symptoms and Dyslexia signs (2005); The nature of Dyslexia (2005)
Still, with proper diagnosis, treatment, and support in childhood and adolescence, "a dyslexia diagnosis is no barrier to success" (Dyslexia). In fact, Individuals who have been helped to manage their dyslexia in childhood will almost always have easier, less problematic adulthoods than will those left to fend for themselves in a predominantly non-dyslexic world (Frith, (1991); Stein & Walsh (1997); Stein & Talcott (1999); Gorman (2003); Dyslexia teacher (2005); ("Dyslexia Project - Interim Report (summary)," (2003)
Still, with proper diagnosis, treatment, and support in childhood and adolescence, "a dyslexia diagnosis is no barrier to success" (Dyslexia). In fact, Individuals who have been helped to manage their dyslexia in childhood will almost always have easier, less problematic adulthoods than will those left to fend for themselves in a predominantly non-dyslexic world (Frith, (1991); Stein & Walsh (1997); Stein & Talcott (1999); Gorman (2003); Dyslexia teacher (2005); ("Dyslexia Project - Interim Report (summary)," (2003)
Still, with proper diagnosis, treatment, and support in childhood and adolescence, "a dyslexia diagnosis is no barrier to success" (Dyslexia). In fact, Individuals who have been helped to manage their dyslexia in childhood will almost always have easier, less problematic adulthoods than will those left to fend for themselves in a predominantly non-dyslexic world (Frith, (1991); Stein & Walsh (1997); Stein & Talcott (1999); Gorman (2003); Dyslexia teacher (2005); ("Dyslexia Project - Interim Report (summary)," (2003)
Conversely, however, children who are not helped early on to manage their Dyslexia will almost always find it more difficult to live with the disorder as adults. It has been estimated that one in 10 children is dyslexic (Gorman, 2003)
However, the perceived blurring or overlapping of letters, syllables, or words is a sign of Irlen Syndrome (IS), which co-exists within the overall Dyslexia syndrome. Many adults and children with Dyslexia have Irlen Syndrome (IS) too, also known as Scotopic Sensitivity Syndrome (SSS), a specific, Dyslexia-related visual perception problem (Irlen Syndrome/Scotopic Sensitivity, 2003)
Treatments for dyslexic children. Based on the literature, treatments for dyslexic children, particularly those also showing signs of Irlen Syndrome (IS) may include: use of a dark patch over one eye in order to help focus vision in the other eye; prescription of glasses with coloured lenses; glasses, and use of coloured overlays for reading (Stein & Walsh, 1997)
Many adults and children with Dyslexia have Irlen Syndrome (IS) too, also known as Scotopic Sensitivity Syndrome (SSS), a specific, Dyslexia-related visual perception problem (Irlen Syndrome/Scotopic Sensitivity, 2003). Irlen Syndrome (IS) is characterized, by the Dyslexic individual himself or herself, as words' or letters' appearing blurry, double-imaged, shadow-imaged, or overlapping (Robinson et al
Treatments for dyslexic children. Based on the literature, treatments for dyslexic children, particularly those also showing signs of Irlen Syndrome (IS) may include: use of a dark patch over one eye in order to help focus vision in the other eye; prescription of glasses with coloured lenses; glasses, and use of coloured overlays for reading (Stein & Walsh, 1997)
Treatments for dyslexic children. Based on the literature, treatments for dyslexic children, particularly those also showing signs of Irlen Syndrome (IS) may include: use of a dark patch over one eye in order to help focus vision in the other eye; prescription of glasses with coloured lenses; glasses, and use of coloured overlays for reading (Stein & Walsh, 1997)
" Available research findings on Dyslexia include work of top theorists John Stein and Uta Frith. Available articles by Stein, the pioneer of magnocellular theory, and some other magnocellular theorists, include The physiological basis of perceptual confusion in dyslexic children (Steinlab 2005); Neurophysiological bases of Dyslexia (Oxford Dyslexia unit, 2002); To see but not to read; the magnocellular theory of Dyslexia (Stein & Walsh, 1997); Impaired neuronal timing in Developmental Dyslexia -- the magnocellular hypothesis (Stein & Talcott, 1999); and Visual magnocellular impairment in adult developmental dyslexics (Talcott et al